The Importance of Strong Universities in Europe

Transcription

1 3 rd EUA Convention of European Higher Education Institutions CONVENTION REPORT Glasgow, United Kingdom Supported by: Scottish Executive, UK Department for Education and Skills, European Commission

2 Copyright 2005 by the European University Association asbl All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged ( European University Association). Additional copies of this publication are available. For ordering information, please contact publications@eua.be or write to: European University Association asbl Rue d'egmont Brussels, Belgium Tel: Fax: An electronic version of this report is available at 2

3 CONTENTS FOREWORD 5 OPENING ADDRESSES Georg Winckler, EUA President 7 Jack McConnell, MSP, First Minister of Scotland 9 Kim Howells, MP, Minister of State for Lifelong Learning, Further and Higher 13 Education at the Department for Education and Skills, UK Ján Figel, Member of the European Commission responsible for Education, 18 Training, Culture and Multilingualism INTERNATIONAL PANEL Goolam Mohamedbhai, Vice-Chancellor, University of Mauritius, Mauritius; 21 President of the International Association of Universities Abdellatif Bencherifa, President, University Moulay Ismaïl, Meknès, Morocco 25 Tin Pui Leung, Vice President, Hong Kong Polytechnic University, Hong Kong 26 Luis Alfredo Riveros Cornejo, Rector, Universidad de Chile, Santiago, Chile 32 David Ward, President, American Council on Education, Washington D.C., USA 35 STAKEHOLDER PANEL Germain Dondelinger, Chair, Board of the Bologna Follow-Up Group 39 Monique Fouilhoux, Coordinator for Education and Employment, Education 42 International Heikki Suomalainen, Chairman, Education and Training Working Group, UNICE, 44 Union of Industries of the European Community Katja Kamsek, Member of the Executive Committee, ESIB, the National Unions of 45 Students in Europe TRENDS IV: EUROPEAN UNIVERSITIES IMPLEMENTING BOLOGNA Executive Summary 47 3

4 THEMATIC WORKING GROUP PAPERS AND CONCLUSIONS 1. Core values for European universities in responding to evolving societal needs 51 Pierre de Maret, Lead Chair, Université Libre de Bruxelles 2. How can universities enhance their research mission 57 Gustav Björkstrand, Lead Chair, Abo Akademi University 3. How to implement sustainable Bologna reforms in higher education institutions 63 Tove Bull, Lead Chair, University of Tromsø 4. How can institutions improve quality in European higher education 69 Jean-Marc Rapp, Lead Chair, Université de Lausanne 5. How to fund European higher education 74 Franz van Vught, Lead Chair, Universty of Twente GENERAL REPORT Peter Gaehtgens (General Rapporteur), President, German Rectors Conference 79 CLOSING ADDRESS José Manuel Barroso, President of the European Commission 85 GLASGOW DECLARATION Strong Universities for a Strong Europe 91 All background documents are available at 4

5 FOREWORD The Glasgow Convention provided the opportunity for over 600 EUA members and partners from over 40 countries to come together and take stock of progress made so far in developing the European Higher Education Area, as well to discuss the challenges that lie ahead. Based upon the results of the Glasgow discussions the EUA adopted the Glasgow Declaration that calls for greater recognition of the vital cultural, social and economic role of Europe's universities, and underlines the importance of strong universities in responding to ever growing and more varied societal demands. Key messages drawn from the Glasgow Declaration were presented to European Ministers meeting in Bergen (19-20 May 2005) and are reflected in the text of the Bergen Communiqué that will shape the Bologna process in the years to come. The Convention report includes introductory speeches made at the Convention, contributions from the two panel sessions, as well as the thematic working documents prepared for the event and the conclusions of the different working groups. It also includes the Glasgow Declaration itself, built on the preliminary conclusions presented by Professor Peter Gaehtgens, General Rapporteur for the Conference. The intention is thus to provide an overview of current thinking on key issues facing universities to-day that will be of use to individual members in coping with the different challenges identified and discussed in Glasgow. In addition to thanking the General Rapporteur, Professor Peter Gaehtgens, President of the German Rectors Conference, the EUA is indebted to the three host institutions: the University of Strathclyde, the University of Glasgow and Glasgow Caledonian University, for their invaluable help and untiring support in organising such a large-scale event. The Association also thanks the Scottish Executive, the UK Department for Education and Skills and the European Commission for their support for this major Conference, and is honoured to have been able to welcome as opening speakers: European Commissioner for Education, Training, Culture and Multilingualism, Ján Figel; First Minister for Scotland, Jack McConnell; and Minister of State for Lifelong Learning, Further and Higher Education at the Department for Education and Skills, UK, Kim Howells. Special thanks go to European Commission President, José Manuel Barroso, for coming to Glasgow to close our Convention, for underlining the importance of strong universities in securing Europe s future, and for drawing attention to the need for constant dialogue between the European Commission and Europe s universities. Finally, EUA would like to thank all those who participated in the Convention and contributed to its success: first and foremost our own members, the leaders of Europe s universities, but also student representatives, colleagues from other higher education institutions, international guests and other partners. Under the theme Strong Universities for a Strong Europe, this Convention has proved that Europe s universities are truly forging ahead together as key actors in realising the European knowledge society. Professor Georg Winckler, EUA President 5

6 6 3 rd EUA Convention of European Higher Education Institutions

7 OPENING ADDRESSES Professor Georg Winckler, EUA President Mr. Commissioner, Ministers, Ladies and Gentlemen, dear Colleagues, 2010 is a key date not only for the Bologna Process, but also for the Lisbon Agenda. As we all know, it is approaching rapidly, with most of the work not yet completed. The ministerial meeting in Bergen in May 2005 therefore rightly aims at taking stock of the Bologna Process. It is at this meeting that EUA will contribute to this discussion as it presents the Trends IV report. Besides stocktaking, ministers will seek consensus on issues that are still open such as the European architecture of quality assurance or the inclusion of the doctoral level as the third cycle in the Bologna Process. Hopefully a consensus will be reached on these issues so that, e.g., a European Register for Quality Assurance agencies will be created and the inclusion of doctoral programmes will be based on the ten basic principles adopted in Salzburg in February All these discussions on stocktaking, of settling open issues or of revising some strategies here and there should not hinder us here in Glasgow to launch a strategic debate on how the Europe of Knowledge will be shaped beyond 2010 and what role universities will be playing in this future Europe. In this strategic debate we have to develop a vision of universities as key players in the knowledge-based societies and economies of tomorrow. We must make it clear to the public that a Europe of Knowledge requires not just strengthened, as we too cautiously formulated it in Graz in 2003, but strong, as we put it here in Glasgow and, may I add, self confident and well financed universities. The key role strong, self confident and well financed US universities can play in forming the American knowledge society proves this point. In reassessing their positions within knowledge societies, universities in Europe have received support from the European Commission. Since February 2003, the Commission has issued a series of communications underlining the importance of universities for the Europe of Knowledge. Quoting the Commission, The European Union needs a healthy and flourishing university world. Europe needs excellence in its universities, to optimise the processes which underpin the knowledge society and meet the target, set out by the European Council in Lisbon... (p.2, The role of the universities in the Europe of knowledge, 5 February 2003). Today s presence of Commissioner Figel and Saturday s attendance of President Barroso stress the key role the European Union attaches to universities as main players in the future Europe of Knowledge. Commissioner Figel, on behalf of EUA, I thank you for the strong interest the Commission has in strong universities. Let us remember that governmental interest in strong universities has been generally low in Europe, e.g., in the Bologna Declaration of 1999, universities were only mentioned in the introductory statement. They were not included when the action lines of the Bologna Process were laid down. Universities were only expected, and I quote, to 7

8 respond promptly and positively. It took the Bologna Process two years, in the Prague Communiqué of 2001, for ministers to explicitly recognise the role of higher education institutions and of students as stakeholders in creating the European Higher Education Area. But it is not only the Bologna Declaration of 1999 that left universities out. Similar conclusions could be made with regard to former Framework Programmes and other official documents. Too often, universities are only perceived as sums of individual researchers or research groups, as conglomerations of individual departments, as accumulations of study programmes or just as locations where students happen to study. This limited perception of universities by policy makers and by the public at large reflected, and still reflects, the fact that universities in Europe are highly fragmented institutions and that, related to this fragmentation, it is quite common in Europe that governmental bureaucracies interfere in everyday decisions on running a university. Due to reforms at the national and/or institutional level, universities increasingly overcome this fragmentation. They adopt profiles and missions and start to professionalise institutional management. They begin to learn to better invest in their future. They go more for excellence and are ready to broaden the base of higher education in society. The strengthening of universities must be backed by national and community-wide actions. The Sapir Report (2003) clearly states that member states and the European Union as a whole need to invest more and also to invest better in higher education and research (p.132). Let us use the Glasgow Convention to build a vision of universities as strong institutions in the modern knowledge-based societies in Europe. Let us discuss and develop good institutional strategies to reach this goal. In doing so, universities should also demand more money, not only from government, but also from society. (Remember, EU spends 1% of its GDP on universities, while the US spends more than 2%). In short, dear colleagues, let us stress here in Glasgow that the Europe of Knowledge needs universities that are strong, self confident and well financed. 8

9 The Right Honourable Jack McConnell MSP, First Minister of Scotland Introduction Thank you, Muir [Russell]. It gives me great pleasure to welcome you all here to Scotland for this third convention of the European University Association. It is an honour for Scotland to play host to this event and to see so many leading European institutions represented here today. And I d like to thank the Universities of Glasgow and Strathclyde and Glasgow Caledonian University for their efforts in making this convention happen. I also hope that those of you visiting Scotland for the first time and indeed those of you making return visits enjoy your stay here. I see from the programme that there are a number of excursions planned over the next three days I hope that you get a chance to go on these, and get to enjoy more of our country and our hospitality. Education As you know, we in Scotland have always taken a particular and I believe justified - pride in our education system. We have always known what education can achieve. We know that it empowers people and that it can improve their opportunities. And, we know that it can enrich a culture and drive forward economic growth. This very hall and building were themselves built on the generosity of the Marquess of Bute and the industrialist Charles Randolph. These men embodied in their day the Scottish commitment to learning. Both contributed their own money to ensure that successive generations of Scots would get the same benefits from education that they had themselves. Bute and Randolph both held learning in very high regard. And that same respect can be traced down through the centuries. In fact, in 1496, when Columbus was just discovering the Americas, the first Scottish Parliament passed a law requiring all landowners to send their sons to school. And in 1696 we were the first country in the world to introduce school education for all our children, a law was passed establishing a school in every parish in Scotland that did not already have one. So, education has always been seen here as a public good, bringing benefits to society as well as the individual. Scotland might not have a university as old as Bologna but we did have three universities by the end of the 15th century, when there were only five in the whole of the UK. One of these universities was, of course, Glasgow which was founded in As we now seek to increase Scotland s competitiveness, we continue to draw inspiration from this long and proud tradition of innovation and learning. Today, our schools are diverse, creative and ambitious, helping to feed modern, innovative universities which themselves attract students and research associates from around the world. We have an enviably high proportion of our young people in higher education. We have one-third more students in higher education than elsewhere in the UK and, we graduate more students than most places in the western world. Research and Commercialisation And as many of you already know, our higher education system is built on a solid foundation of world class research. This University itself represents one of the biggest research bases in the UK and is home to Research and Enterprise one of the largest university commercialisation offices in Europe. 9

10 At the same time, the University of Strathclyde and Glasgow Caledonian University are also breaking new ground, with spin out companies and commercial partnerships. That strong focus on developing useful knowledge can be found in our other institutions too. For example, on the other side of the country, we have universities like Aberdeen, Dundee, St Andrews and Edinburgh all with proud traditions and high ambitions and all producing high quality research that will drive our economy and our future. Our universities, with their private sector partners, are now major players in key sectors like life sciences, electronics and energy. Indeed our life sciences industry is growing by almost twice the European rate and is continuing to attract some of the world s leading scientists in biotechnology research. Overall, Scotland ranks third in the world - and ahead of the US and Germany - in terms of research publications and citations per head of population. Modern Scotland Of course, the Scotland you are visiting today is very different from the Scotland of only six years ago. The creation of the Scottish Parliament in 1999 renewed our democracy and our civic life. It gave us the opportunity to take decisions in Scotland, for Scotland. It was a big step for an old, centralised, state like the UK to devolve power in this way and to give Scotland responsibility for her own affairs. But, it is because of this devolution that we have been able to follow different approaches from the rest of the UK, and Scotland is transforming as a result. Devolution has improved the way we make decisions, and, I believe, we have made better decisions as a result. In education, in enterprise, in public health and promoting equality, tolerance and respect we are making a difference for future generations. Scotland s International Image We have also seen Scotland s profile grow on the international stage. Today, Scotland is a world leader no just in life sciences but in financial services and a number of other sectors. Scotland will play host to the G8 Summit later this year when the leaders of the world s most powerful countries will come here to discuss such pressing issues as climate change and the future of Africa. Of course, Scotland should in many ways be a natural home to this kind of international debate. Our thinkers such Adam Smith, David Hume and Francis Hutcheson - were leaders in the Enlightenment that gave rise, ultimately, to our modern democracies. And Scots helped create many of the things in the modern world, from the telephone, to television, from penicillin to tarmac roads, from the pneumatic tyre to the electric light. But, we don t rest on our laurels. Scotland is looking forward with confidence and with ambition. We are building new relationships and new partnerships; socially, politically and culturally. I m proud of what a small country like ours has given - and continues to give - to the modern world. I m proud of our resourcefulness and inventiveness; and I m proud of the way we celebrate our heritage and our achievements - and yet look toward the horizon, to the challenges that tomorrow will bring. Fresh Talent In that we will continually open Scotland up to new people, and new ideas. We have to learn from others, and let others learn from us. Scots have been welcomed overseas for over two hundred years and we want Modern Scotland to be one of the most welcoming countries in the world. Flows of people, particularly creative and talented people, are an important factor in any nation s international competitiveness. And Scotland is open to different people and to international markets. By bringing diversity to 10

11 our culture we help to continually renew that culture and sharpen our economic competitiveness. While other countries are closing their borders, we in Scotland are opening our arms to fresh talent from across the globe. We want new people to come to Scotland and to contribute to our workplaces, to our universities and colleges and to our society. At the same time, we are encouraging young Scots to experience the world. To leave, and to come back with new ideas and approaches that will work for our benefit over the long term. This is a bold approach. But it s absolutely in line with the thinking behind Bologna, and with the drive toward greater student mobility. EUA and Bologna This Convention comes halfway along the Bologna Process and at a time when the importance of education and research is being recognised increasingly across Europe. It is important that we continue to work together across borders and across boundaries to strengthen the ties between our universities; to all make the push toward a coherent system of European higher education and research a system that works in all our interests. Scotland is, of course, thoroughly committed to Europe and to the Bologna Process and we are keen to develop strategic partnerships with our European neighbours and with others across the globe. In Scotland, we support the effort to provide European higher education with more openness and transparency and to assure quality across our institutions. All these things will be crucial as our higher education institutions seek to become more attractive, more dynamic and more competitive in today s global economy. In this increasingly globalised world, our higher education institutions have to adapt to reflect that world. They have to become more flexible and more responsive. And they have to be able to accommodate and encourage movements of people between institutions and between countries while at the same time guaranteeing the standards that we all rely on. Today, students and graduates want to be able to move easily from one course and one job to another. That s not an unreasonable expectation. People are moving more freely between countries now than at any other time in our history. But, this means that our higher education institutions will have to pick up the pace and that they will have to provide qualifications that are more widely recognised by other higher education institutions and by employers. This kind of flexibility is of course at the very heart of the Bologna Process. I believe that we in Scotland have a great deal to offer to this Process, and we will. International Development But we will go further. The Prime Minister recently published the report of the commission for Africa. It makes far reaching recommendations, and our devolved government in Scotland will do all we can to support them. And at a time when the world is focusing on Africa and the developing world, we have a responsibility to look at how education and Higher Education in particular can help make poverty history. As countries look beyond their own borders, so too must our Universities. For centuries Scots have traveled the world, taking with them the ideas that have improved the lives of so many. Knowledge is not purely a way of generating wealth, but a means to support change too. African nations need this knowledge and a successful and sustainable system of higher education available to more and more of their citizens. I know that our Universities here in Scotland have much to offer in terms of building links in Africa and the developing world, and I hope you will all consider what your own institutions can do. Before and after the G8 summit in July, we in Scotland will step up 11

12 our efforts. If we are all serious about tackling poverty across the world, then everyone must play their part. We must use the power of education to change lives, and assume our responsibilities to others in doing so. Lifelong learning Lifelong learning is also about social justice here at home. It is about empowering people and showing them that there are always educational opportunities available. In the modern world people must not shut the door on formal learning when they leave school or another institution behind. Over the next few days, I am sure you will reflect on the importance of lifelong learning. Lifelong learning is about personal fulfillment, enterprise, employability and adaptability. Higher education has a critical role in the delivery of the lifelong learning, and I know you will want to consider what your institutions do to make it a reality for all. Conclusion As I said at the outset, I hope you all get a chance to see more of Scotland during your time here. I m sure you ll be impressed with what you see by the vibrancy of cities like Glasgow and Edinburgh; by the quality of our countryside; and by the economic and social renewal that can be seen all around. We believe the achievements of modern Scotland can match the achievements of the past. Once again we have a spring in our step. I hope that, over the next few days, you think seriously about Scotland and learn more about all that we can offer in the drive to develop strong universities in a strong Europe. Thank you very much. 12

13 Kim Howells, MP, Minister of State for Lifelong Learning, Further and Higher Education at the Department for Education and Skills, UK The need for our people to be educated to the higher level is perhaps more pressing now than it has been for a generation. We face many challenges both within Europe and beyond. These are challenges the higher education sector must not shy away from, but play its full part in seeking solutions to. I believe that this sector can rise to these challenges but to do so it will need to adapt - to reform. The Bologna Process provides an impetus for the reform of higher education systems across Europe, increasing competitiveness and so becoming a driver for economic growth. As higher education becomes increasingly international, the Bologna Process provides us with an intergovernmental framework in which we can tackle our common concerns. Its important institutions decide how to respond to the new challenges and make the most of the opportunities offered by Bologna and contribute to the Lisbon Goal. If we re sticking to the Lisbon agenda then it is completely clear to me that universities matter a great deal. Will Hutton pointed this out when acting as rapporteur for Wim Kok s report and most recently in his report to the Secretary of State ("Where are the Gaps?") on how we in this country are measuring up against the Lisbon goals. His key point is that Universities are an essential part of a successful European knowledge economy. They are key drivers of innovation at national and regional level and the quality of that innovation and the degree to which it is exploited by business is absolutely central to our economy's success. Higher education in its own right, then, is a tremendous contributor to our economy and that includes much of our regional economies. Universities UK studied the contribution of HEIs and found the sector contributes about 50 billion euros and supports over half a million jobs. The Bologna Process has the potential to ensure that the impact of universities is felt across the whole of Europe. So, I think the first key consideration in higher education is that it matters, not just for its own sake though I believe that s important, but as an engine of economic growth. Few would have thought about it in those terms ten years ago. But for the sector to maximise its potential, higher education, European higher education, must not simply seek to imitate the US. As Wim Kok identified in his review of the Lisbon Strategy, we must provide our own response to the international agenda, tailored to our own situation. That is what I have been working hard to do. I believe that to affect lasting change both in social and economic terms we must provide our people with opportunities to maximise their potential. They must be able to learn the skills they need to take advantage of the success a strong competitive economy brings. But we must also ensure that business has the skills it needs to remain competitive. Marrying these two aspirations of social justice and economic success is a crucial aspect of the work I have been involved in. Learning does not and should not stop at the school gates, or with a University degree. It means that learning is lifelong and it means reform. As a Government, we ve instigated a process of reform that I will not pretend has been easy. But we ve given institutions greater autonomy and this has been welcomed. However, in return we have expected university teaching to improve in terms of 13

14 standards. Poor teaching will be eliminated. We expect Universities to ensure they act to capture the brightest people from disadvantaged backgrounds and give them the opportunity to gain a degree. We expect institutions to develop stronger links with business to allow increasingly diverse sources of funding and to ensure courses meet the needs of potential employers. Students, too, are more active participants with more of a stake in their educational experience which is now increasingly tailored to meet their individual needs. Again, this has not been easy, but we will be introducing: Financial help for Higher Education such as grants and loans From 2006, no students pay any fees before or whilst they are studying There is a non-repayable grant to help with living costs You don t have to pay back any loans until you have finished studying and are earning over 15,000 per year We provide financial support to ensure prospective students are not deterred from entering HE on financial grounds The least well off will get maintenance grants This is all about investing in the future, the country s future and the future of the student. It will be perhaps the best career decision they will make. Again, this has not been an easy ride, but we took the difficult decisions to ensure the long term future of the sector. The UK s experiences regarding funding for higher education may also be useful here. How we pay for higher education is a question facing all of us, and there is no single answer as to the way ahead. Higher education systems across Europe are at different stages of development but the vital questions are asked now, for example about the role of tuition fees in relation to public funding, or how we can ensure there is sufficient funding to create sustainable higher education institutions at the same time as increasing participation rates. I m pleased to say the UK is working on a number of different routes which can be employed to achieve the ultimate goal of increased and more efficient funding. In the UK, we have the same fundamental approach to higher education but different forms of provision. For instance, all our higher education institutions are autonomous and enjoy peer review. Although there are different systems in Scotland, England, Wales and Northern Ireland, quality assurance arrangements, for example, are based on the shared premise that institutions are themselves responsible for ensuring academic quality and standards within a national framework. And the autonomy of institutions themselves means there is great diversity from one to the next and as a result students are able to choose courses and institutions which best suit their needs. Quality assurance has a central role to play in achieving Bologna objectives on the international competitiveness of European higher education. The UK has played its part in working to take this forward. As well as funding, universities need also to address and respond to other questions, such as what are the educational needs of young people and of the companies that will hire them? How can we ensure employability? What should the educational response of universities be? How are we to meet the expectation that by 2012 two-thirds of all existing and new jobs will require the equivalent of a university degree? Particularly, how 14

15 are we to meet the challenges the developing economic giants of China and Asia throw our way. I see the Bologna Process providing us with a unique opportunity to address these issues and implement lasting fundamental reform in European higher education. I ve recently returned from China where I attended the first UK-China Education Summit in Beijing. The potential of China is enormous and I believe that only through collaboration with people on the ground will Europe be ready to meet the challenge this potential represents. One thing I learned was that as Europe moves from an industrial to a knowledge-based society, it s vital that governments work with higher education institutions and other governments to increase Europe s attractiveness to research and development. I m pleased to say that British university research is world class; and our commitment to maintain our status is absolute. The Science and Innovation Investment framework set our longer term priorities to ensure that UK world class research continues to improve and remains sustainable in the longer term. We are putting record amounts of money into science, engineering and technology; more than any other government previously; an additional 1 billion higher in than in We want to invest more. It is this type of investment, enabling great discoveries - such as the recent research conducted by University College London into diabetes which will have worldwide benefits - that makes Britain a centre of great excellence. British excellence is critical for and contributes to the success of our joint European competitiveness. I m also pleased to see that a number of top flight UK universities have expressed strong interest in participating in the new Scholarships for Excellence scheme, the first UK- China government scheme. With global demand for international higher education student places forecast to grow from 2.1 million in 2003 to nearly 6 million [5.8 million] in 2020, we will make it possible for Chinese students to stay and work in our economy for a year after Higher Education. I have proposed a reciprocal arrangement so that British students can stay in China for a year to work. And we have been working to broaden this international dimension. Just a few months ago my Department launched our international education strategy Putting the World into World-Class Education in which we set out a programme to: Equip our children and young people for life in a global society and work in a global economy. Engage with our international partners to achieve their goals and ours. Maximise the contribution of our education and training sectors and university research in terms of trade and inward investment. In terms of our higher education institutions experience, I think that the UK can share its successes in promoting lifelong learning. There is a diversity of structure and delivery in the UK which caters for different needs both within the UK and within the Bologna Process. As well as the quality assurance I mentioned earlier, we have Foundation Degrees in England, Wales and Northern Ireland They have been designed with the cooperation of 15

16 employers to meet specific employment needs and create employment opportunities. These degrees fit into the first cycle of the Bologna Process and have proved popular since they were launched in This year we have nearly 38,000 students studying for a Foundation Degree. We take seriously the engaging of employers of all sizes in the design of higher education courses and encouraging progression from work to higher education be that at home or abroad. UK higher education institutions are very well represented in the Erasmus Mundus project: Eight UK universities were involved in the first round of Erasmus Mundus courses selected in And in the 2005 selection round, eleven UK partners are represented, (including two as course coordinators). Bologna should be the impetus to making European higher education world class by And central to this should be an acceptance of new ways of learning in vocational and higher education, tailored to young people s needs. But it s all very well talking about new ways of working if nothing is done to implement them. Institutions must become innovative, agile and flexible if they are to survive. They will have to compete with other institutions in the production and marketing of courses to students. Only those institutions that are capable of defining coherent strategies towards the process will prosper in the new competitive landscape. The positioning of programmes, the overall coherence of the range of offerings and the targeting of students will be basic strategic requirements for all institutions. Through emphasis on collaboration rather than legislation, Bologna offers Europe the framework to promote a unified higher education worldwide whilst retaining the strengths inherent in its diversity. It will be flexible enough to respond to the Lisbon competitiveness agenda and it will increase the learning and research opportunities available in Europe. If we were to improve the quality and relevance of our higher education then our higher education institutions will be prepared to meet the needs of the twenty-first century economy and knowledge society. We have a great deal in common, a great deal to learn from each other. But if we re to make the most of our strengths we must improve our collaborative approaches. That s why we hosted a Bologna Process conference in July last year in Edinburgh on the importance of using a Learning Outcomes approach. And why we have offered to host the 2007 Ministerial conference following the one in Bergen in May. Since the Berlin Ministerial Conference there has been an increasing level of engagement between UK higher education institutions and their European counterparts. For example: Six UK Universities have or are participating in EUA s three Qality Culture Projects. Sixteen UK universities participated in EUA s Joint Masters Project. Eight universities out of forty-nine participating in the EUA s Doctoral Programmes Project are from the UK. I hope our involvement in joint projects demonstrates our commitment to European-wide reforms and our belief that we can all benefit from one another s experiences and expertise. I am very keen to see continuing cooperation with our European neighbours. 16

17 This is the 3 rd Convention of higher education institutions and reflects the importance of EUA in preparing higher education institutions to meet the challenges I have outlined. EUA is playing a central role in focusing thinking on how best to meet the challenges we face: how do we get the cash to ensure our higher education sector fulfils the ideal of Bologna? Where do we get it, how do we spend it and how do we reach Lisbon s goals in the light of the challenges of the strengthening economies? One thing, however, is certain: we must fund higher education and we must face these challenges. This convention is an important opportunity to stimulate discussion prior to Bergen and provide solutions to these shared concerns. 17

18 Ján Figel, Member of the European Commission responsible for Education, Training, Culture and Multilingualism Introduction Ladies and Gentlemen, I will start my speech today by outlining the main challenges for European universities. Then I will address the Bologna reform agenda and beyond Bologna an additional set of institutional and systemic reforms needed to enable universities to make their full contribution to the Lisbon Strategy. Heads of State and Government adopted in the European Council last week their Conclusions on the Commission s Mid-Term Review of the Lisbon Strategy. President Barroso will give you his views on Saturday, but I am pleased to note that the vital role of university education and research has been full acknowledged by Europe s national leaders. Challenges Universities in Europe face bigger challenges and stronger competition than ever before. A quick look at the figures tells us that the situation is not comforting. Working population that completed tertiary education In Europe only 21% of the working population has enjoyed tertiary education, compared to 38% in the United States and 43% in Canada. We are also surpassed by Japan (36%) and Korea (26%). Enrolment ratio of young people in higher education In spite of the widely shared view in Europe that higher education is a public good, the gross enrolment ratio is just 52% in the EU, which is slightly ahead of Japan (49%) but is surpassed by Canada (59%) and lies far behind the US (81%) and now also Korea (82%). European universities have also lost ground in research, in particular at the world class level, with a lower share of scientific publications, patents and Nobel prizes than the US. This should be seen in conjunction with the relative under-funding of European research (under 2% of GDP) in comparison with the US, Japan and Korea (close to 3%). In order to change this situation, deep reforms are needed. To gain a sense of direction, let us turn to the Bologna and Lisbon reform agendas. Bologna Reforms halfway down the road to 2010 I expect Ministers in Bergen to take important decisions on two key points: Quality Assurance and the European Qualifications Framework Quality assurance I am confident Ministers in Bergen will adopt European Standards both for Universities and for Quality Assurance Agencies. It is also hoped that they will also endorse the establishment of a European Register of Quality Assurance Agencies. In doing so, they would create the basis for mutual recognition of quality assurance systems and assessment. The European Commission has proposed a draft Recommendation to Parliament and Council requesting freedom for universities to choose Registered Agencies according to 18

19 their profile. Our proposal also calls upon Governments to accept assessments made by such Agencies as a basis for funding and licensing decisions. Moreover, the Commission supports the establishment of European Quality Labels in Engineering and Chemistry. I would expect that some more, highly internationalised fields of study will follow these two examples. European Qualifications Framework The emerging European Qualifications Framework (EQF) will describe learning in terms of skills acquired at different levels. In Bergen, Ministers will be asked to endorse the higher education component of this framework. After Bergen and before the summer, I will release a Commission Consultation Document on the European Qualifications Framework for Lifelong Learning. It will describe eight levels of education and training, from basic skills upwards. Level descriptors may serve as references for curriculum development, recognition and quality assurance, but they provide reference only and no more than that. Level descriptors will help institutions and learners find their way, but they should not prevent universities and individuals to make their own original contribution to the creation and gathering of knowledge. The levels in the European Qualifications Framework will probably have an indicative credit range attached to them. That is why I will present also before the summer a Commission Consultation Document on Credits for Lifelong Learning, building on the European Credit Transfer System and the preparatory work on credits in Vocational Education and Training (ECVET). Implementation of both Quality Assurance and the European Qualifications Framework would help to establish a sufficient level of compatibility between Europe s diverse education systems. They will also help citizens to take effectively advantage of the very diversity of Europe s education systems rather than being constrained by it. Doctoral level Let us now look at the Doctoral level. As was specified in Berlin, all the elements of the Bologna Process of reform including quality assurance, credits, and joint degrees should be applicable to the third cycle as well. Together with my Colleague, Commissioner Jan Potočnik, I will examine how to relaunch the idea of a European Doctorate Label. The label would be attributed to doctoral programmes with a proven European Dimension. Universities and the Lisbon Strategy Is there life after Bologna? Yes there is! Bologna reforms are useful and they have my full support, but the Lisbon Strategy calls for much more than structural reforms. Universities should seriously reflect on what they are going to do when they have the Three Cycle Structure in place, with effective Quality Assurance, Credit Points and Diploma Supplements for every graduate. What will be the long term, sustainable contribution of higher education institutions to the Europe of Knowledge? What kind of contract will you enter with public authorities to help build the European Higher Education Area and the Europe of Knowledge? 19

20 Let me specify these questions: 3 rd EUA Convention of European Higher Education Institutions Will your institution be attractive for students and scholars from Europe and beyond? How will your institution be governed and where will funding come from? Will you decide to outsource part of your tasks? Will you create strategic alliances with institutions in your region or abroad? How will you cooperate with the world of enterprise? These are vital questions that need to be addressed in parallel with and beyond the Bologna reforms. I feel it is the role and the duty of the Commission to rekindle and frame the debate on these issues. This is why in the month of April and ahead of the meeting in Bergen we will publish a new Communication titled: Mobilising the brainpower of Europe: enabling universities to make their full contribution to the Lisbon Strategy. In this Communication, the Commission will address the strategic issues of attractiveness, governance and funding. It will call for a new kind of partnership between States and universities. It will also call and for institutional and systemic reform: more autonomy and self-governance for universities, full accountability towards society, a creative mix of public and private funding, the use of fiscal incentives and fees, ensuring fair access for all qualified students. While we need to build up more transparency and cohesion in the structure and nomenclature of our degrees, we also need more diversity than we have had so far concerning target groups, exit and entry points, mix of content and skills, learning methods, type and relevance of research, etc. Above all, we need to invest in change and modernisation within a European perspective. I am convinced the future of each region and country in Europe and the place of Europe in the world crucially depend on our systems of higher education. I am also convinced that the future of our higher education systems crucially depend on sufficient levels of investment and sound management. I understand from the Conference programme that the organisers share the same concerns I have addressed in this short presentation. This is comforting. I have no doubt that Europe s universities have all it takes to face up the challenges the future holds for them. I have no doubt you will find the resources, the harmony, and the imagination to give your full contribution to the Europe of knowledge. I wish you all a very successful Convention. 20

21 INTERNATIONAL PANEL The objective of this panel was to provide an international perspective on the European higher education reform debate. Panelists were asked to comment on the relevance of European discussions for higher education in their own countries and vice-versa. The Report includes the presentations made by: Goolam Mohamedbhai, Vice-Chancellor, University of Mauritius, Mauritius; President, International Association of Universities Abdellatif Bencherifa, President, University Moulay Ismaïl, Meknès, Morocco Tin Pui Leung, Vice-President, Hong Kong Polytechnic University, Hong Kong Luis Alfredo Riveros Cornejo, Rector, Universidad de Chile, Santiago, Chile David Ward, President, American Council on Education, Washington D.C., USA Goolam Mohamedbhai, Vice-Chancellor, University of Mauritius, Mauritius; President of the International Association of Universities Views on Bologna Process To start with let me make four general remarks on the Bologna Process: 1. First, I find it quite remarkable that forty countries, all signatories of the Bologna Process, have agreed to implement such a major and fundamental set of reforms in their higher education institutions. And yet these countries, although European, are quite diverse in their size, national languages, culture, history, economy and higher education systems. This shows that the Bologna reforms are really international in nature and can be applied to higher education systems in any part of the world. 2. Second, it is so encouraging to note that the signatories of the Bologna Process, all Ministries of Education, have acknowledged the public good aspect of universities and have pledged their support. This is not what is happening in several other parts of the world where governments fail to recognise the important role that universities play in economic development, and take the view that HE is more of a private good, and even adopt the attitude that further expansion of HE should be through the setting up of private institutions. This has serious implications long-term implications and I believe the Bologna stand about the public good aspect of universities should be brought to the attention of governments in other parts of the world. 3. My third comment is about the relationship between governments and universities in the Bologna Process. When important reforms are introduced, government-university relationship can become strained, especially in countries where universities enjoy significant autonomy. The Trends IV report shows that although the ministry-university relationship has not always been easy everywhere, both parties have generally adopted a consensual and collaborative approach, and this is highly commendable. Indeed the report has noted that it is the institutions that have the greatest autonomy that have been able to best implement the reforms. I believe the strong, catalytic role played by EUA has contributed significantly in smoothing out any differences. 21

22 4. My last remark is more of a question. It would seem that the Bologna reforms have been applied to mainly public funded institutions. What about the private institutions which are increasing in numbers everywhere in the world? How will countries ensure that the private institutions, too, apply the Bologna reforms? I would next like to reflect on what could be the effects of the Bologna Process on the rest of the world. With forty countries involved, and more to join this year, there is no doubt that the Bologna reforms will have an effect on higher education in other parts of the world. It is well known that most of the universities in countries which were former colonies of Europe were patterned on the institutions in the respective colonising country. In Europe these countries are mainly the UK, France, Spain and Portugal. The former colonies, mostly developing countries, are mainly in Africa, Asia, Latin America, the Caribbean and the Pacific. There has always been very close collaboration in teaching and research between universities in Europe and those in the south. With the setting up of a strong European Higher Education Area, there is the danger that European universities will now prefer to collaborate with their counterparts in Europe rather than with those in the south. This would have a negative impact on the latter. Universities in the south are struggling to cope with massive increases of students, dwindling financial and human resources, reduced research output, etc. Their links with universities in the north do help them to find solutions to some of the challenges they face and to keep abreast with the latest international trends in higher education. I fear that the Bologna reforms could lead to an isolation of higher education institutions in some parts of the world. With globalisation what is needed is greater international collaboration among universities in different parts of the world, not just among those in one region only. It is international collaboration among universities that can truly bring about inter-cultural dialogue and world understanding and peace. This leads me to the issue whether the Bologna Reforms should be applied internationally. Generally speaking the Bologna reforms (the two-cycle degree programmes, the establishment of a credit transfer system, the introduction of quality assurance, the introduction of student-centred and problem-based learning) are in line with, for example, the conclusions of the UNESCO World Conference on Higher Education. They can bring about important and positive changes in higher education. The question then is: should the Bologna reforms be extended to other parts of the world? I believe that the universities in the south which currently have links with European ones, will be inclined to align themselves with those in the north. In the case of Sub-Saharan Africa, which is the region I know best, this may not be too difficult in Anglophone countries where the two-cycle degree structure, as proposed under Bologna, is already in use, and most universities now adopt a modular and credit system. But this may not be true for Francophone and Lusophone countries where the institutions may have to undertake major changes as are taking place in Europe. But the more important question is, in case the universities in the south feel it would be desirable for them to follow the Bologna Process, how should they go about it, bearing in mind the government-led approach used in Europe? 22